e-Learning for Educators
Course Information



Early Childhood Special Needs Inclusion
 
Course Description
    

Early Childhood Special Needs Inclusion
The Early Childhood Special Needs Inclusion course has been specifically designed for early childhood educators working in West Virginia Universal Pre-K classrooms. This includes collaborative classrooms and educators seeking courses to meet the needs for Form 50 – Community Program Authorization. This course will address the following topics:
Laying the Groundwork for Successful Preschool Inclusion
Successful Preschool Inclusion
Multidisciplinary Teams Support the Process of Inclusion
The Importance of Family, Service Provider and Community Involvement
The Individual Education Program (IEP) Process
School Readiness - Promoting a Smooth Transition to Kindergarten

A Early Childhood Special Needs Inclusion course project will be developed throughout the course with peer review taking place during each course session.

By the end of this course, participants will understand:
  • consider the benefits of inclusion for preschool children, families and providers.
  • identify strategies to create and support collaborative services in inclusive preschool environments.
  • review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.
  • consider the vision and dreams that family members hold for their child and how the family has worked with special education, Head Start and/or child care providers to help that child be as successful as possible.
  • explore the process by which early childhood educators ensure that children have support in the classroom and as they transition to kindergarten.
  • identify strategies that prompt successful inclusion of children in early care and education environments.
  • identify the members of a multidisciplinary involved with the process of inclusion.
  • determine the roles and responsibilities team members involved with the process of inclusion will be assigned.
  • identify strategies that multidisciplinary teams will use to support children with disabilities.
  • explore and discuss a family’s early experiences with a child’s disabilities and how these experiences influence their current perspectives.
  • reflect on the collaboration needed among parents and service providers to foster the growth and development of a child with a disability in an inclusive environment.
  • use a community mapping process to identify the various types of resources available with a focus on what could be used to support children with disabilities.
  • determine the impact of a parent’s disability upon the collaboration with service providers who may support the inclusive environments for their child.
  • consider multiple perspectives when planning for an IEP meeting, during the IEP meeting and while implementing the IEP.
  • identify how inclusion can be supported through the IEP process with adaptations and modifications when needed.
  • apply the definition of school readiness to authentic situations.
  • evaluate the role of schools in supporting a comprehensive school readiness system.
  • promote the role of the family in supporting comprehensive school readiness system.
  • illustrate the role of the community in supporting a comprehensive school readiness system.
 
Course Syllabus
    

Early Childhood Special Needs Inclusion
The Early Childhood Special Needs Inclusion course has been specifically designed for early childhood educators working in West Virginia Universal Pre-K classrooms. This includes collaborative classrooms and educators seeking courses to meet the needs for Form 50 – Community Program Authorization. This course will address the following topics:
Laying the Groundwork for Successful Preschool Inclusion
Successful Preschool Inclusion
Multidisciplinary Teams Support the Process of Inclusion
The Importance of Family, Service Provider and Community Involvement
The Individual Education Program (IEP) Process
School Readiness - Promoting a Smooth Transition to Kindergarten

A Early Childhood Special Needs Inclusion course project will be developed throughout the course with peer review taking place during each course session.

By the end of this course, participants will understand:
  • consider the benefits of inclusion for preschool children, families and providers.
  • identify strategies to create and support collaborative services in inclusive preschool environments.
  • review the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) joint definition on inclusion and become aware of legal requirements.
  • consider the vision and dreams that family members hold for their child and how the family has worked with special education, Head Start and/or child care providers to help that child be as successful as possible.
  • explore the process by which early childhood educators ensure that children have support in the classroom and as they transition to kindergarten.
  • identify strategies that prompt successful inclusion of children in early care and education environments.
  • identify the members of a multidisciplinary involved with the process of inclusion.
  • determine the roles and responsibilities team members involved with the process of inclusion will be assigned.
  • identify strategies that multidisciplinary teams will use to support children with disabilities.
  • explore and discuss a family’s early experiences with a child’s disabilities and how these experiences influence their current perspectives.
  • reflect on the collaboration needed among parents and service providers to foster the growth and development of a child with a disability in an inclusive environment.
  • use a community mapping process to identify the various types of resources available with a focus on what could be used to support children with disabilities.
  • determine the impact of a parent’s disability upon the collaboration with service providers who may support the inclusive environments for their child.
  • consider multiple perspectives when planning for an IEP meeting, during the IEP meeting and while implementing the IEP.
  • identify how inclusion can be supported through the IEP process with adaptations and modifications when needed.
  • apply the definition of school readiness to authentic situations.
  • evaluate the role of schools in supporting a comprehensive school readiness system.
  • promote the role of the family in supporting comprehensive school readiness system.
  • illustrate the role of the community in supporting a comprehensive school readiness system.
Course Organization
This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.

Read
When you see this icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

Activities
When you see this icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

Discuss
When you see this icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.
Prerequisites
Early childhood educators working in West Virginia Universal Pre-K classrooms will now have the opportunity to participate in e-Learning courses specifically designed for them.  This includes collaborative classrooms and educators seeking courses to meet the needs for Form 50 – Community Program Authorization.  The Office of Instructional Technology will offer three courses  during the 2012-13 school year, including a course targeting early language and literacy, an introduction to preschool special needs, and an introduction to child development.  The goal is to offer additional courses in 2013-14, which will include family and community engagement, as well as an introduction to early childhood curriculum and assessment.

The cost for a one year eLearning account is $13, which allows access to courses for one year.  There is an additional cost if you are interested in non-degree graduate professional development credit.
Format and Requirements
This workshop is divided into six one-week sessions which each include readings, activities, and an online discussion among workshop participants. The time necesaary to complete each session is estimated to be six to seven hours hours.

The outline for the workshop is as follows:

Session One Laying the Groundwork for Successful Preschool Inclusion 
Session Two Successful Preschool Inclusion
Session Three Multidisciplinary Teams Support the Process of Inclusion
Session Four The Importance of Family, Service Provider and Community Involvement
Session Five The Individual Education Program (IEP) Process
Session Six School Readiness-Promoting a Smooth Transition to Kindergarten
Orientation
This orientation session should be completed prior to the start of our course. It includes a participant survey; an introduction to the course website; and the opportunities to update your profile, email your facilitator, and introduce yourself to fellow participants as you experiment with the online Discussion board.

Session One: Laying the Groundwork for Successful Preschool Inclusion
Inclusion in preschool will be examined in this session. A working definition of inclusion will be identified and scenarios in which families and service providers can effectively work together to create and support positive experiences for preschool children with disabilities will be explored.

Session Two: Successful Preschool Inclusion
Participants will use readings and a video to identify aspects of successful inclusion. Participants will explore what is necessary to provide collaborative services to preschoolers with disabilities and their families in early care and education environments.

Session Three: Multidisciplinary Teams Support the Process of Inclusion
Explore how a multidisciplinary team supports the inclusion of preschool-age children who have disabilities within education programs.

Multidisciplinary teams are groups of professionals from diverse disciplines who come together to provide comprehensive assessment and consultation for the needs of children with special needs. While their primary purpose is to provide strategies to make the education of children in an inclusive setting successful, teams may fulfill a variety of additional functions. They can promote coordination between agencies; provide a "checks and balances" mechanism to ensure that the interests and rights of all concerned parties are addressed; and identify service gaps and breakdowns in coordination or communication between agencies or individuals.

Session Four: The Importance of Family, Service Provider and Community Involvement
During this session participants will investigate the collaboration between families, service providers and other community partners who have the potential foster the growth of a child with a disability in an inclusive environment. Session participants will also consider the influence of a parent’s disability on the collaborative process of inclusion.

Session Five: The Individual Education Program (IEP) Process
This session draws upon the experiences of families, service providers, and administrators in preparing for and contributing to Individual Education Program (IEP) meetings and then implementing IEPs. Course participants will also Identify how inclusion can be supported through the IEP process with adaptations and modifications when appropriate.

Session Six: School Readiness - Promoting a Smooth Transition to Kindergarten
West Virginia defines kindergarten readiness as a stage of transition that encompasses the child's various learning experiences and general knowledge, physical well-being, social and emotional development, and familiarity and ease with expressing themselves and understanding language. Children develop holistically and at an individual rate. As a result, children enter school with varied levels of skill and learning experiences. These variances are further impacted by the resources children have access to prior to entering school including home, family and community supports. This course will inform participants on the research and resources available to provide children a successful experience as they move to the next phase of their educational experience. 
Assessment

Workshop participants will complete an orientation and then six weekly workshop sessions that include readings, activities, and online discussions.  There will be a pre-workshop survey and a post-workshop survey.  Quizzes take place during Session One and Session Two. Participants are expected to score 85% or higher on the Session One quiz and 80% or higher on the Session Two quiz. Participants will complete a course project throughout the duration of the course. Completing each session is estimated to be six to seven hours weekly.

Discussion Guidelines:
Participants will be evaluated on the frequency and quality of their participation in the discussion forum.  Participants are required to post a minimum of one substantial original posting each session reflecting on the question for that session by Sunday evening.  They are to read all of the original postings made by the other workshop participants and reply thoughtfully to at least two of them per session by noon on Tuesday.    Participants’ original postings will be evaluated on their relevance, demonstrated understanding of workshop concepts, examples cited, and overall quality.  Postings that respond to other participants will be evaluated on relevance, degree to which they extend the discussion, and tone.

Course project information follows:
The Early Childhood Special Needs Inclusion Project
The Early Childhood Special Needs Inclusion Project Rubric
Course participants will contribute to the course project during all course sessions. Participants will upload their course project to the course discussion forum during every course session and recieve PQP feedback from their peers. During Session Six participants will upload their final course project to the course dropbox. THe facilitator will assess the project and provide feedbak at this time.

All grades in the course gradebook must be a "C" for successful course completion.  A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Certificate of Completion
Upon successful completion of this course, Early Learning Special Needs Inclusion, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via the course dropbox shortly after the completion of the course.
Non-Degree Graduate Credit Information

Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University or Concord University if they have completed a four-year degree program at a college or university. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/Welcome Page.

Content and Technology Standards

This workshop, Early Childhood Special Needs Inclusion, will help participants meet the ISTE Educational Technology Standards and Performance Indicators for All Teachers (http://edtechleaders.org/documents/NETSAdminTeachers.pdf), especially Standards II, III, IV, and V.For more information about Technology Integration visit: http://www.iste.org

In addition, participants will identify specific WV Content Standards and Objectives (http://wvde.state.wv.us/csos/) as they engage in course content.

About this Course

This workshop was developed for the West Virginia Department of Education (http://wvde.state.wv.us).

Original design (before format modifications) by EdTech Leaders Online (http://www.edtechleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.